Research paper outline help
That is, wemust be competent with decision-making processes, weighing alternatives, using such skills as negotiation, creativity, compromise, consensus building, etc. That is, having decided upon goals, directions, or purposes, we must have a range of skills to accomplish our ends. These include the abilities to get through to others by body language, speech and writing, research paper outline help theater, art, and math, to connect wi th others in empathy and synchrony, to discover, create, and marshal resources, etc. While some may desire to substitute their spe- cific terminology for Dr. As I perused these categories of critical thinking, it became clear that the most important revelation of tlie memos and audio-tapes was that collaborative planning was acting as a vehicle in which students were applying these four operational processes in their own thinking. Students (both planners and supporters) observe and evalucteduring the collabora- tive sessions, folio - ing which the planner must decide what actions to take and resolve research paper outline help to implement those suggestions or ideas generated by the conversation. This corresponds with the development of Sensing - using physical tools of observation: e. It gave me a better insight into the topic of leadership. Concluding Observations "Holmes put his finger to coursework writers his lips, replaced his hand in his breast pocket, and burst out laughing as we turned down the street. The comments written by the students in response to this survey are very gratifying: "I take my writing more seriously now I have been introduced to many new strategics of writing this year so when I start writing I can take several different approaches to it.
I would not be so presumptuous as to assume that a single class in World Cultures is totally responsible for such positive results. However, it is gratifying to note that considerable improvement in writing and critical thinking have been hallmarks of the last two years in which collaborative planning has been utilized in my classroom. Collaborative planning immerses students in the critical thinking process and thereby establishes the habit of applying tiie skills outlined by Dr. If the collaborative process provokes students into an awareness of themselves as critical thinkers, then it can be a dynamic force for personal discovery and intellec- tual growth. Appendix: SpEanc Thinking Skills (as outuned by Rachel M. Being aware of using different levels of abstraction, e. Eliminating "either- or" thinking (law of the excluded middle). Or the gas tank is empty because the gauge reads zero. Or, the probabilities are that the crying baby is hungry. Recognizingand using varioussourcesof power or change agency, distinguishing among primitive and scientific causologies. Planning ways of structuring the present and future.
Recognizing that even the questions people raise are filtered through perceptual and judgmental research paper outline help processes. Benedict fox Chapel Area High School Talking about a planning session research paper outline help would allow writers to see the strengths and weaknesses of their planning and allow them to understand the relationship that a planner and supporter need to nurture. This concept of metaphor is what attracted me to the working of The Center for the Study of Writing at Carnegie Mellon University. In analyzing the work I did this past year with collaborative planning, I began to see some things about writing and the planning of writing that I was not aware of before.
I would then make some decisions based on false assumptions. The study of metacomprehension addresses these various levels of awareness.
While metacomprehension looks at learning in general, I would like help with an essay to apply it to planning a piece of writing. Looking at Figure 1, we need to think about what we COLLABORAnVE PLANNING: CoNCEITS, PROCESSES, AND ASSIGNMENTS 49 erIc Comprohonsion High Low Figure 1. Metacomprehension Diagram I know or do not know about writing and the teaching of writing, about what we know or do not know about a topic under consideration for writing, and about what we might know or do not know about an audience. As writers, we need to move ourselves into Windows 1 and 2 as we develop a plan for writing or as we revise a piece of writing. With the aid of a good planning session and a good supporter, this movement is more readily accomplished. Too often when writers operate in Window Three and Four their papers become stilted and constrained. If we can help them move to Windows One and Two, they can increase the knowledge base needed to write better papers. This applies not only to their knowledge about the parameters of the assignment, but also to their knowledge about the writing process itself and about their own particular writing processes.
Collabo- rative planning is one way to help writers attain a higher level of awareness about two concerns: their piece of writing and their writing process. There are usually four questions that plague writers as they begin to write a piece: 1) What am I going to write about? These four questions are at the core of collabora- tive planning.
For each question there is a correspond- ing Planning Blackboard with its own set of explor- atory questions. In attempting to answer this question, the writer must come to terms with the chosen writing genre such as newspaper article, brochure, and so on, and must consider the parameters of that genre.
Too often writing assignments do not alert the writer to the audience who will read the writing. As we have seen through research, a writer needs to know this information in order to make certain rhetorical decisions.
The Blackboard area "Audience" helps the planner do this. Planning Blackboard Planning Blackboard Question: What am I going to write? Planning Area: Text Conventions 1 Know and j are aware 1 that they i know Do not know and realize buy a college paper online they do not know 1 Know but think they 1 do not 1 know Do not know j but think they do know Planning Blackboard Question: Why should I write it? Unconsciously or consciously, a classroom writer assumes that he or she is writing for a grade and a grade only. By working with the "Purpose and Key Point" Blackboard, the writer would be able to move away from that limited purpose and find more intrinsic purposes and key points to stress in the writing.